Academics
Building a foundation for life-long learning
Classroom Models
C3’s program follows two different classroom models. In grades 1 through 5, teachers utilize a “platoon” model. Instruction is divided by content where one grade-level teacher instructs literacy and the other grade-level teacher instructs math, science, and social studies. In Kindergarten, C3 uses the “stand-alone” model with one grade-level teacher in the classroom teaching all subjects. All students are provided the opportunity to participate in art, music, physical education, and community partnerships in order to address the development of the whole child.
Knowledge and skills are brought in through thematic units as well as integrated into community partner work as much as possible. Factual knowledge is stressed but there is also a focus on accessing information with creative applications and developing critical thinking skills. C3 is committed to the process of learning as well as the product.
We recognize there are diverse student needs, both above and below grade-level, so our teachers utilize learning theory models (visual, auditory, tactile, and kinesthetic) and consider learning differences when providing instruction. Various models used include: Direct whole group, ability grouping, enrichment, individualization, and cooperative learning techniques as well as implementing innovative techniques that have been proven to enhance learning. We have a full commitment to use multiple resources to enhance and serve student needs.
Classroom Structure and Community
Our teachers provide a high degree of structure for overall classroom management. In addition, students use self-directed instruction with the teacher as a facilitator to complement the learning process.
C3 strives to build flexible classroom environments. We utilize untraditional seating and furniture such as rocking chairs, standing desks, and collaborative workspaces, while maintaining the structure necessary to maximize student learning and enhance individual performance.
Student’s social-emotional development and self-esteem are integral and are an interrelated function of the school. It is important to our teachers to build a sense of classroom community. The classroom is the primary community at C3. Our programming focuses on the whole child with support from our social-emotional teacher providing daily lessons on respect, kindness, navigating emotions, and compassion.
Literacy
C3 school’s literacy program integrates the best practices from Core Knowledge Language Arts (CKLA), Orton-Gillingham, and the Heggerty Phonemic Awareness Curriculum. We believe in equipping our educators with the latest insights into the Science of Reading, ensuring every child receives a strong foundation in literacy.
Mathematics
C3 follows the math Bridges Curriculum.
English Language Arts
C3 is a non ELA program school. Teachers are ELA-T certified.
Content Specialization
Social Emotional Learning
Student’s social-emotional development and self-esteem are at the forefront of C3’s philosophy. Social-Emotional Learning (SEL) is an interrelated function of the school. C3 focuses on the whole child with support from our entire staff providing and supporting daily lessons on respect, kindness, compassion, and navigating emotions. It is important to our teachers to build a sense of classroom community that extends to our greater school community creating a culture of kind, courageous, thinkers.
Gifted and Talented Education
Creativity Challenge Community (C3) fosters a learning environment that empowers students to think creatively, to solve problems, to learn in collaboration with local artistic, scientific and cultural partners, and to challenge and care for each other to our highest potential as leaders and learners.
We emphasize independent learning in a collaborative setting to develop kind, courageous thinkers. Gifted students are supported by content area teachers, as well as the GT teacher, through a variety of targeted instructional strategies that are individualized to each student’s strengths and goals. Students’ needs are met through differentiation in classrooms, flexible, small-group conversations focused on social-emotional goals, flexible grouping push-in/pull out support, differentiation, and unique C3 programs.
Gifted students have a peer group in their classes at every grade level. C3 programming includes Curiosity Crews, Community Partnerships, Destination Imagination, Makers Space, and Creativity activities.
Teachers foster deep and meaningful relationships with all students through engaging with their areas of interest to connect their learning to real world experiences.
Our artful approach to supporting students’ social emotional needs throughout the day includes intentional culturally responsive education, SEL, and TSEAL professional development and implementation of instructional practices that support the whole child.
Special Education
Students that qualify for special education services at C3 are supported by teachers and the Special Education teachers through a wide variety of strategies that are individualized and cited on the student’s Individualized Education Plan (IEP). Needs are met through differentiation in classrooms and IEP defined services.
The Special Education team collaborates with families and teachers to create goals in identified strength areas and social-emotional/affective goals for student’s IEPs.
Teachers and the Special Education teachers collaborate to implement strategies to challenge and support our students.
Innovation Progress Monitoring
In accoradance with C3’s Innovation Plan and Denver Classroom Teachers Association Contract we have included our annual progress reporting information here.
30-4-1 Each year the SLT or the (equivalent governing body) will gather and
evaluate data to determine the progress of the Innovation Plan and
waivers towards the goals identified in the innovation plan.
30-4-2 The results of the progress monitoring will be shared annually by the
principal with DCTA covered employees at the Innovation School and
posted on the school website.
Kindergarten students will stay with their homeroom teachers throughout the day. They will participate in one special per day, which include music, art, or PE.
In grades 1-5 students will participate in content specialization or platooning. This means that roughly 25 students will start in literacy instruction, while the other 25 students start in math. After lunch, the students will switch homerooms and receive the other content instruction.
Students in grades 1-5 will also participate in one special per day.